| The purpose of this action research project was to examine the feasibility and the effectiveness of Web-mediated, computer-based learning activities as a vehicle to facilitate both multicultural and technological awareness of preservice art teachers. Faced with the equally important multicultural and technological needs in art education today, this research was focused on integrating multicultural art education into the new technology-based learning environment in preservice art teacher education, using the Internet and a variety of computer-based learning activities.; The first phase of this study involved the development of a Web-mediated multicultural art education curriculum having computer-based learning activities, which would serve as the primary focus of this study. Prior to designing the curriculum for this study, a review of teaching and learning philosophies and theories, multicultural education, and computer technology education was conducted to identify elements that contributed to the Web-mediated multicultural curriculum. Based on the analysis and synthesis of literature, the pedagogical framework, the content, and strategies for the curriculum were developed.; The second phase of the study included the implementation of the curriculum with preservice art teachers at Florida State University for a 15-week period and the evaluation of how the curriculum influenced participants' multicultural awareness and technological awareness. To assess the findings of the study, a multi-method using a combination of qualitative, descriptively quantitative, and action research methods was used. These included pre and post tests of knowledge and attitude, surveys, journals, interviews, and observations.; The findings of this study showed that the multicultural, technology-based curriculum positively affected and enhanced participants' multicultural and technological knowledge, skills, and attitudes, possibly positively affecting technological aspect more than multicultural. The study also found that the use of the Web-mediated multicultural curriculum generally helped participants to become critical thinkers and active learners in their doing the course learning activities, but participants wanted to have more face-to-face interaction in class along with the Web-based discussions, more time to practice technology, and less technical difficulty with the Web board. The remedy and/or reinforcement for the study were suggested to better the design and implementation of Web-mediated multicultural curriculum in art education. In addition, implications for future research were made in the direction that this study illuminated for further investigations. |
